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1
Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education
Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education
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Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education

International journal of STEM education, 2021-09, Vol.8 (1), p.54-54, Article 54 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. ;The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2196-7822 ;EISSN: 2196-7822 ;DOI: 10.1186/s40594-021-00311-1 ;PMID: 34584832

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2
Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain
Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain
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Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

Education sciences, 2021-08, Vol.11 (8), p.406 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11080406

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3
Factors affecting the numeracy skills of students from mountainous ethnic minority regions in Vietnam: Learners' perspectives
Factors affecting the numeracy skills of students from mountainous ethnic minority regions in Vietnam: Learners' perspectives
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Factors affecting the numeracy skills of students from mountainous ethnic minority regions in Vietnam: Learners' perspectives

Cogent education, 2023-12, Vol.10 (1) [Peer Reviewed Journal]

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2023 ;2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2023.2202121

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4
Interactive Feedback for Learning Mathematics in a Digital Learning Environment
Interactive Feedback for Learning Mathematics in a Digital Learning Environment
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Interactive Feedback for Learning Mathematics in a Digital Learning Environment

Education sciences, 2021-06, Vol.11 (6), p.279 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11060279

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5
Switching to a Synchronous Mode of Chinese Calligraphy Teaching During the Period of COVID-19 Pandemic: An Experience Report
Switching to a Synchronous Mode of Chinese Calligraphy Teaching During the Period of COVID-19 Pandemic: An Experience Report
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Switching to a Synchronous Mode of Chinese Calligraphy Teaching During the Period of COVID-19 Pandemic: An Experience Report

Electronic Journal of E-Learning, 2021-01, Vol.19 (1), p.18-20 [Peer Reviewed Journal]

2021. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1479-4403 ;EISSN: 1479-4403

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6
Eleven Grade 1 teachers’ understandings of mathematical language in a South African context
Eleven Grade 1 teachers’ understandings of mathematical language in a South African context
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Eleven Grade 1 teachers’ understandings of mathematical language in a South African context

Reading & Writing, 2023, Vol.14 (1), p.1-11 [Peer Reviewed Journal]

COPYRIGHT 2023 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2023. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 2079-8245 ;ISSN: 2308-1422 ;EISSN: 2308-1422 ;DOI: 10.4102/rw.v14i1.409

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7
Learning Scenario to Promote Comprehension of the Meaning of Subtraction
Learning Scenario to Promote Comprehension of the Meaning of Subtraction
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Learning Scenario to Promote Comprehension of the Meaning of Subtraction

Education sciences, 2021-12, Vol.11 (12), p.757 [Peer Reviewed Journal]

2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci11120757

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8
Investigating the cognitive demand levels in probability and counting principles learning tasks from an online mathematics textbook
Investigating the cognitive demand levels in probability and counting principles learning tasks from an online mathematics textbook
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Investigating the cognitive demand levels in probability and counting principles learning tasks from an online mathematics textbook

Pythagoras (Pretoria, South Africa), 2022, Vol.43 (1), p.1-8 [Peer Reviewed Journal]

COPYRIGHT 2022 African Online Scientific Information Systems (Pty) Ltd t/a AOSIS ;2022. This work is published under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;This work is licensed under a Creative Commons Attribution 4.0 International License. ;ISSN: 1012-2346 ;ISSN: 2223-7895 ;EISSN: 2223-7895 ;DOI: 10.4102/pythagoras.v43i1.677

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